# Year plan Australian Curriculum Mathematics

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```					Year 5 plan — Australian Curriculum: Mathematics                                                                                                                                                                                                                   DRAFT
Year level description            At this year level:
Understanding includes making connections between representations of numbers, using fractions to represent probabilities, comparing and ordering fractions and decimals and representing
them in various ways
Identify curriculum

Fluency includes choosing appropriate units of measurement for calculation of perimeter and area, using estimation to check the reasonableness of answers to calculations and using instruments
to measure angles
Problem Solving includes formulating and solving authentic problems using numbers and measurements, creating transformations and identifying line and rotational symmetries
Reasoning includes investigating strategies to perform calculations efficiently, creating financial plans, interpreting results of chance experiments and interpreting data sets.
Achievement standard              By the end of Year 5, students identify and describe factors and multiples and use estimation and rounding to check the reasonableness of answers. They solve multiplication and division
problems and compare, order and represent decimals. Students perform addition and subtraction of fractions with the same denominator and continue patterns with fractions and decimals. They
plan simple budgets. Students list the outcomes of chance experiments as fractions. They pose questions to gather data and construct, describe and interpret different data sets. Students
calculate perimeter and area of rectangles using appropriate units. They connect three-dimensional objects with two-dimensional representations. They measure and construct different angles
and describe transformations of two-dimensional shapes, including the enlargement transformation. They identify line and rotational symmetry.
Term overview                     Term 1                                                       Term 2                                                 Term 3                                            Term 4
During this term students will be taught to:                 During this term students will be taught to:           During this term students will be taught to:      During this term students will be taught to:
 identify and describe fractions and                          revise and consolidate Term 1 concepts as             revise and consolidate Term 1 and 2             revise and consolidate Term 1, 2 and 3
multiples                                                     required                                               concepts as required                             concepts as required
 use estimation, rounding and efficient                       solve problems involving multiplication of            compare and order common unit fractions         develop strategies to solve problems
mental and written strategies to solve                        large numbers by one- and two-digit whole              and represent them on a number line              involving the addition and subtraction of
problems and check reasonableness of of                       numbers                                               solve problems involving the addition and        fractions
answers to calculations                                      solve problems involving division by one               subtraction of fractions with the same          create simple financial plans
 compare and order common unit fractions                       digit                                                  denominator                                     use grid references for locations and use
and represent them on a number line                          investigate number systems beyond                     investigate patterns with fractions              directional language
 investigate patterns with fractions, decimals                 hundredths                                            use equivalent number sentences involving       investigate chance and probability.
and whole numbers                                            calculate the perimeter and area of                    multiplication and division to find unknown
Teaching and learning

 use 12- and 24-hour time systems                              rectangles                                             quantities
 describe translations, reflections and                       investigate three-dimensional shapes and              use appropriate units of measurement for
rotations                                                     their nets.                                            length, area, volume, capacity and mass
 explore symmetry and transformations                                                                                estimate, measure, compare and construct
 pose questions to allow for the collection of                                                                        angles
data                                                                                                                investigate chance, including outcomes of
 construct data displays                                                                                              chance experiments and probabilities
ranging from 0 to 1
 revise and consolidate Year 4 concepts as
required.                                                                                                           pose questions and collect categorical data
 construct data displays
 describe and interpret data sets.
Exemplar unit: Playing fair
General capabilities and          Opportunities to engage with:                                Opportunities to engage with:                          Opportunities to engage with:                     Opportunities to engage with:
cross-curriculum priorities

ASIA SUST
SUST                                                                                                                                                               ASIA

Key to general capabilities and
Literacy           Numeracy             ICT competence            Critical and creative thinking     Ethical behaviour       Personal and social competence      Intercultural understanding
cross-curriculum priorities
Aboriginal and Torres Strait Islander histories and cultures    ASIA Asia and Australia’s engagement with Asia    SUST Sustainability

Queensland Studies Authority April 2011 DRAFT   |   1
Assessment            Teachers and students organise evidence of learning in individual folios. The individual folio is co-constructed as an ongoing process between a teacher, a student, parents/carers and other
partners. It becomes a dynamic record of examples of a student’s learning and development.
Term 1                                           Term 2                                            Term 3                                           Term 4
Week     Assessment instrument                   Week      Assessment instrument                   Week     Assessment instrument                   Week      Assessment instrument
1        Initial assessment                      5         Written: Short response                 3        Written: Short response                 4–7       Written: Extended response
To identify Year 5 consolidation                  Test multiplication strategies.                  Test addition and subtraction of                  Create a travel itinerary using:
needs and learning goals (e.g. KWL,                                                                fractions with the same                             mapping
teacher/student conference)                                                                        denominators.
 budgets
 estimation and calculations of
Develop assessment

money using the four operations
 directional language.
3–4      Written: Journal                        8–9       Written: Short response                 5        Spoken/signed: Demonstration
Create a day planner using 12- and                Calculate perimeter and area of                  Select appropriate units to measure:
24-hour time.                                     rectangles.                                        volume
 capacity
 mass
 angles (with protractors).
7–8      Written: Model                                                                            6–8      Multimodal
Design using translations,                                                                         Design a game, “Playing fair”:
reflections, rotations, symmetry, and                                                                use patterns and fractions
transformations.
 explain probability within a board
game.

NAPLAN
Moderation            Teachers develop tasks and plan units.           Teachers develop tasks and plan units.            Teachers develop tasks and plan units.           Teachers develop tasks and plan units.
Make judgments and

Teachers co-mark tasks to ensure consistency     Teachers co-mark tasks to ensure consistency      Teachers identify A–E samples before marking     Teachers co-mark tasks to ensure consistency
use feedback

of judgments.                                    of judgments.                                     the multimodal task, and moderate to ensure      of judgments.
Curriculum leaders randomly sample folios to      consistency of judgments.                        Curriculum leaders randomly sample folios to
check for consistency of judgments.               Teachers co-mark tasks to ensure consistency     check for consistency of teacher judgments.
of judgments.

2   |      Year 5 plan Australian Curriculum: Mathematics
Year 5 Mathematics: review for balance and coverage of content descriptions

Number and Algebra                                1   2   3   4      Measurement and Geometry                              1   2   3   4   Statistics and Probability                               1    2     3        4
Number and place value                                               Using units of measurement                                            Chance
Identify and describe factors and multiples of                      Choose appropriate units of measurement for                          List outcomes of chance experiments involving                               
whole numbers and use them to solve                                  length, area, volume, capacity and mass                               equally likely outcomes and represent probabilities
problems                                                                                                                                   of those outcomes using fractions
Calculate the perimeter and area of rectangles            
Use estimation and rounding to check the                           using familiar metric units                                           Recognise that probabilities range from 0 to 1                              
reasonableness of answers to calculations                            Compare 12- and 24-hour time systems and                             Data representation and interpretation
Solve problems involving multiplication of                         convert between them
large numbers by one- or two-digit numbers                                                                                                 Pose questions and collect categorical or                          
Shape                                                                 numerical data by observation or survey
using efficient mental, written strategies and
appropriate digital technologies                                     Connect three-dimensional objects with their nets                    Construct displays, including column graphs, dot                   
and other two-dimensional representations                             plots and tables, appropriate for data type, with
Solve problems involving division by a one-                                                                                              and without the use of digital technologies
digit number, including those that result in a                       Location and transformation
remainder                                                            Use a grid reference system to describe locations.                   Describe and interpret different data sets in                               
Describe routes using landmarks and directional                       context
Use efficient mental and written strategies              
and apply appropriate digital technologies to                        language
solve problems                                                       Describe translations, reflections and rotations of   
Fractions and decimals                                               two-dimensional shapes. Identify line and
rotational symmetries
Compare and order common unit fractions                  
and locate and represent them on a number                            Apply the enlargement transformation to familiar      
line                                                                 two-dimensional shapes and explore the
properties of the resulting image compared with
Investigate strategies to solve problems                           the original
involving addition and subtraction of fractions
with the same denominator                                            Geometric reasoning
Recognise that the number system can be                             Estimate, measure and compare angles using                    
extended beyond hundredths                                           degrees. Construct angles using a protractor
Compare, order and represent decimals                    
Money and financial mathematics
Create simple financial plans                                 
Patterns and algebra
Describe, continue and create patterns with              
fractions, decimals and whole numbers
Use equivalent number sentences involving                 
multiplication and division to find unknown
quantities

Queensland Studies Authority April 2011 DRAFT       |   3

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